. Author manuscript; available in PMC: 2014 Oct 9.

Published in final edited form as: J Educ Psychol. 2013 Apr 29;105(3):633–648. doi: 10.1037/a0032581

Table 4.

Group Means and Canonical Coefficients on Cognitive Variables for Adequate and Inadequate Responders to Tier 3 Intervention

Variable	Adequate responders (n = 12)		Inadequate responders (n = 35)		Canonicals r
Variable	M	SD	M	SD	Canonicals r
KBIT–2 Verbal Knowledge	82.00	14.75	75.31	14.66	.33
KBIT–2 Matrices	92.33	11.92	85.40	10.81	.45
CTOPP Phonological Awareness	97.71	9.01	85.79	10.83	.76^†
CELF–4 Understanding Spoken Paragraphs	90.83	17.30	77.14	15.96	.58
CELF–4 Concepts & Following Directions	84.17	14.12	71.43	12.04	.68^†
CTOPP Rapid Naming of Letters^a	93.56	10.70	84.16	10.75	.60

Note. r = canonical structure correlation; KBIT–2 = Kaufman Brief Intelligence Test–2; CTOPP = Comprehensive Test of Phonological Processing; CELF–4 = Clinical Evaluation of Language Fundamentals–4.

The CTOPP Rapid Naming of Letters (RAN) scores were standardized (M = 100, SD = 15) in a sample of 416 students weighted to reflect population proportions of typical (61%) and struggling (39%) readers (see Denton et al., 2011). The mean RAN items per second were 1.38, 1.05, 1.09, and 0.88 for typical, Tier 2 adequate, Tier 3 adequate, and Tier 3 inadequate responders, respectively.

^†

Univariate p < .008.